Focus Question #2: Students & Learning Environment: Focus on Places, Spaces, and Boundaries

As I entered the school on my second field day, one of the staff members recognized me from last week. He developed a powerful relationship with me by getting to know me more and asking questions (i.e. How are you enjoying your time at this school? Do you ever feel nervous around the children?). Furthermore, I saw a “Book and Bannock” event within the gymnasium. In this place, I volunteered by preparing and distributing drinks to the children and parents. However, I did not only volunteer, I created a relational space by introducing and having conversations with the parents. This was a humbling experience for me because everyone engaged in learning.

On my second day at the Albert Community School, I was placed in a grade 1 / 2 classroom where the teacher provided opportunities for all of her students to engage in learning. She accomplished this in her morning lecture by allowing her students to participate in an activity related to patterns. As she was teaching the children about this concept, she gave each one of them a chance to give an example of what patterns look like. A lot of the students seemed to respond by using their surroundings. For example, one of the children used the class calendar. The student explained that this is a pattern because the days of the week never change and they always repeat. Likewise, the teacher requested all of the children to draw and explain any pattern on the whiteboard. One of the children used animals. For instance, they drew a snake-dog-snake-dog, respectively. Thereafter, the student described that this is a pattern because the order of the animals repeat and never changes. In essence, the teachers method of participation and engagement truly adopted an inclusive learning space for the students.

The grade 1 / 2 teacher fostered a relational classroom space by using circular tables and group activities. This seating arrangement is extremely beneficial both between the teacher and the students. For example, the teacher assigned her children to create a team of four peers. Their task was to invent a pattern using stickers. After the groups finished this activity, the teacher was relational by providing feedback. Furthermore, before my second field day ended, I created a relational space within the classroom by providing a pattern that consisted of a dance. For example, I first instructed the students to snap their fingers, twist their body from side-to-side, and clap in the same order. This dance formed a relational space because it tied to the concept of patterns that the students were learning about.

To conclude, my second field day was a more humbling experience than my first day. The school and teacher made this happen by giving back to the children and allowing everyone to engage in learning.